RAPID ASSESSMENT of PERCEPTIONS INTO Some Just Open Their Packages Earlier Environmental EDUCATION in Maldivian Schools Environmental Education for Schools

All kids are gifted RAPID ASSESSMENT OF PERCEPTIONS INTO some just open their packages earlier ENVIRONMENTAl EDUCATION IN MAlDIVIAN SCHOOlS Environmental Education for Schools

Developed by: Supported by:

Haa Alif Atoll

Prepared for UNICEF and the Ministry of Environment, Energy & Water – Male’, Maldives, January 2007 Haa Dhaal Atoll Live & Learn Environmental Education: Ministry of Environment, Energy and Water, 3rd Floor, Fen Building, Ameenee Magu, Male’, Maldives Shaviyani Atoll M: (+960) 778 8848 E: [email protected] http://www.idea.org.au/liveandlearn/

Live & Learn Environmental Education 87 Gordon Street Suva, Fiji Islands Tel: +679 331 5868 Fax: +679 330 5868 http://www.idea.org.au/liveandlearn/ Noonu Atoll Written by Fathimath Shafeeqa, Zameela Ahmed, Jady Smith, Ahmed Riyaz Jauhary, Elaine Glen and Christian Nielsen Proofed by Amjad Abdulla, Elaine Glen and Mariyam Shazna Raa Atoll Design and layout by Karen Young Lhaviyani Atoll Photographs courtesy of Zameela Ahmed, Robbie Henderson, MEEW, Fathimath Shafeeqa, Ahmed Riyaz Jauhary and Jady Smith

© Copyright: UNICEF and Live & Learn Environmental Education Baa Atoll Disclaimer: This report was prepared by consultants for UNICEF. The findings, interpretations, and conclusions expressed in it do not necessarily represent the views of UNICEF or those of its member governments. UNICEF does not guarantee the accuracy of the data included in this report and accepts no responsibility for any consequences of their use. ARABIAN SEA Kaafu Atoll (Malé Atoll)

Acknowledgements Alif Alif Atoll MALÉ This report is tailored to support the work of the Government of the Maldives in advancing environmental education. This work was financially and strategically supported by UNICEF, with considerable assistance from MEEW. Many thanks INDIAN OCEAN are expressed to the 4 pilot site schools (R. Meedhoo, N. Manadhoo, F. Nilandhoo and Dh. Meedhoo) and a special Alif Dhaal Atoll thank you to Robbie Henderson, Mandy Fitchet and Shadiya Adam from UNICEF. The Ministry of Education provided significant support in the form of facilitating use of formal education resources and entry into the pilot schools. Vaavu Atoll

Faafu Atoll Meemu Atoll

Dhaalu Atoll

Abbreviations Thaa Atoll CSP Country Strategy Program PCC Project Coordination Committee EE Environmental Education PHAST Participatory Hygiene and Sanitation Laamu Atoll MWSA Maldives Water and Sanitation Authority Transformation MDGs Millennium Development Goals RAP Rapid Assessment of Perceptions MEEW Ministry of Environment Energy and SOE State of the Environment Water TA Technical Assistance MOFT Ministry of Finance and Treasury TEAP Tsunami Emergency Assistance Project MPND Ministry of Planning and National WB World Bank Development WDC Women’s Development Committees Gaaf Alif Atoll NERRPO National Economic Recovery and WHO World Health Organisation Gaaf Dhaal Atoll Reconstruction Program WIA Whole Islands Approach Office WSS Water Supply and Sanitation O&M Operations & Management UN United Nations NEAP National Environmental Action Plan UNEP United Nations Environment Program Gnaviyani Atoll NBSAP National Biodiversity Strategy & Action Plan Seenu Atoll Contents

executive summary ...... 2 Annex 1 ...... 24

Community Profiles ...... 24

INTRODUCTION ...... 3 References ...... 24

Context ...... 3

Formal Curriculum ...... 4 Annex 2 ...... 24

School Environment Clubs ...... 5 Research Approach ...... 25

Background ...... 6 Focus Questions ...... 27

RAP METHODOLOGY ...... 7 Tables Aim of the Rapid Assessment Table 1: of Perceptions ...... 7 Ranking Of Issues, N. Manadhoo ...... 15

Research Methodology ...... 8 Table 2: Ranking Of Issues, R. Ugoofaaru ...... 15

FINDINGS ...... 10 Table 3: Introduction ...... 10 Ranking Of Issues, F. Nilandhoo ...... 15

Environment and Health ...... 10 Table 4:

Environment and Culture ...... 12 Ranking Of Issues, Dh. Meedhoo ...... 15

Environment and Livelihoods ...... 13 Table 5: Environmental Discourse ...... 16 Environmental Discourse ...... 16

Capacity Of The Schools To Address Environmental Education Issues ...... 17 Graphs Graph 1: Decision Making On What Is Taught Number Of Participants In The In The Classroom ...... 18 Workshop Discussions ...... 9 Educational Opportunities And Constraints Graph 2: For Environmental Education ...... 18 Number Of Teachers Who Participated Critical Thinking And Problem In The Focus Group Discussions ...... 9 Solving In Environmental Education ...... 19 Graph 3: Number Of Students Who Participated CONSIDERATIONS, CONCLUSIONS In The Focus Group Discussions ...... 9 ...... 20 & RECOMMENDATIONs Graph 4: Contextual Findings...... 20 Environmental Discourse ...... 16

Key Findings ...... 21

Underlying Principles for Innovative Environmental Education Tools and Methodologies ...... 22

Recommendations ...... 22

The Way Forward ...... 23 Executive Summary In 2006 Live & Learn Environmental Education undertook a Rapid Assessment of Perceptions (RAP) with teachers, students and community members from 4 inhabited islands in the Maldives. This report outlines the key findings from this RAP on F.Nilandhoo, DH. Meedhoo, R. Ugoofaru and N. Manadhoo. This RAP approach is an effort to better understand the local context and particularly the perceptions of the local audience on environmental issues through focus groups, interviews and participatory mapping. This report is designed to reflect on the key findings of the RAP in order to provide a basis for the development of environmental education tools and methodologies for environmental management, that are both effective and appropriate to the expectations and context of the resort.

The RAP shows very positive perceptions, specifically in the need to make behaviour changes for a better environment. Based on the RAP it is evident that these communities are taking some environmental initiatives but are nonetheless facing some very challenging issues, such as beach erosion and contaminated water supply. Whilst there is an awareness of the most pressing environmental issues on the islands, the communities perceive that they need assistance (from outside the island) in order to address these challenges. In particular the four communities believe that environmental education and awareness programs are vital to behaviour change.

The following specific recommendations are offered:

• The formal education system needs to integrate Environmental Education into the curricula, in order to increase the understanding of and action for environmental management in the Maldives; • The curriculum needs to be strengthened to include a student centered approach, foster critical thinking and be localised to address pressing issues of concern. • Environmental Education need to be action-oriented, so that benefits will be seen directly; thereby providing direct incentive for further actions to be conducted.

• Schools and teachers require additional resources to undertake environmental activities on the islands, including physical resources and additional reference materials on local species and issues.

• Environment clubs need further institutional support to function effectively. • Develop the institutional structure/constitution and roles of members/committees on Environment Clubs. • Develop an Environment Club manual that clubs can use to design, develop and implement environmental projects. • Make them more student-friendly to empower the student members to undertake projects themselves. • Support and recognize the work of Environment Clubs through the development of an award/ recognition scheme. • Encourage student led campaigns to empower the youth to be environmental leaders in the communities.

• On the four pilot islands engage the communities on the key issues that emerged from the RAP, ensuring that women and youth are key stakeholders in environmental management initiatives.

2 INTRODUCTION

The islands are predominantly coastal entities, and their ecosystems are among the most vulnerable in the world

Context The Maldives are a chain of 1,190 small low-lying social services, as economies of scale are difficult coral islands grouped into 26 atolls in the Indian to achieve in service provision. Ocean: 198 islands are inhabited and 80 house Impacts resulting from the absence of basic tourist resorts. The islands are predominantly infrastructure and social services in the atolls were coastal entities, and their ecosystems are among further exacerbated by the damage that followed the most vulnerable in the world. The Maldives the high waves and flooding of the Indian Ocean have a narrow economic base that relies on 2 tsunami which hit the Maldives on 26 December critical sectors; tourism and fisheries. As most 2004, leading in some cases to absolute destruction atoll workers are employed in these sectors, of existing infrastructure. Waste disposal sites on protecting the Maldives’ fragile coral reefs and most tsunami-affected islands were destroyed and coasts, fisheries and the marine environment, waste previously collected was spread throughout which comprise the main source of livelihood the islands, putting public health at risk and in the atolls, from polluting sources is central the groundwater lens at risk of contamination to any poverty strategy. Unique geography and from leaching of pollutants. The freshwater lens vulnerability pose key development challenges is also endangered by potential contamination for the country. The dispersion of the population from spilled oil, salt intrusion and sewage from across the archipelago raises the cost of delivering fractured sewerage networks or damaged septic

3 tanks. The natural disaster led to a number of The teaching and learning process in the schools, environmental and public health concerns. Whilst even in the early primary grades, are exam driven. provision of water supply and basic sanitation This trend has a direct impact on the teaching services are in urgent need of reconstruction and/ methodology used by teachers. Much emphasis or development, the need to expedite adequate is put on practicing and ‘rote’ learning of content solid waste management practices and structuring outlined in the curricula. Activity based learning the sector for efficient operation have emerged to which promotes concrete learning experiences be critical at this stage (Millennium Development are seldom used. Goals Maldives Country Report, 2005). Education and information influence the extent There is an opportunity for the role of the schools to which available resources in a household are and the communities to be enhanced throughout utilised to fulfil the nourishment, psychosocial the rehabilitation and reconstruction process. To development, hygiene, sanitation and other care increase both their capabilities and responsibilities, practices. the school's formal curriculum and informal There has been very little evaluation of environ- clubs, such as the environmental clubs, could mental education in the Maldives, however a be organized and used as a vehicle to raise the report by Bhandari & Abe (2000), ‘Environmental environmental awareness of communities. Education in the Asia-Pacific Region: Some Problems and Prospects’ highlighted the Formal Curriculum following environmental education practices in The Maldives invests more than 20% of its GDP the Maldives: on social services (education and health). Quality nd education, elimination of educational disparity • The 2 National Environment Action and decentralization of educational services is Plan emphasizes the need for increased the main educational policy of the government environmental awareness. that all sectors of educational establishments are • A President’s Environmental Award Scheme targeting to achieve. The result is that the country has been established for schools. has achieved universal access to primary education • Grades 1 to 5 have Environmental Studies and is well on its way to achieving universal courses with teacher’s guides and reference secondary education. Government policy ensures materials. that all islands offer primary education up to Grade • Grades 8 to 10 have a Fisheries Science course. 7. Enrolment for the 7 years of primary education • Environmental clubs are active in some was over 99% by the year 2000. schools.

4 The aforementioned report highlights the strong • The Environmental Clubs in N.Manadhoo links between environmental education and comprises of two students chosen from each formal education, but does not highlight many classroom; one boy and one girl. There are non-formal approaches. a total of 24 active students in the club. The teacher in charge of the Environment Club The most notable government expression of said the students are available every Friday or environmental education is nationally and Saturday for activities and the students were internationally recognized days such as World enthusiastic. Environment Day, International Biodiversity Day, • The Environment Club in F. Nilandhoo is and World Ozone Day. Mass media was utilized to called ‘the Science and Environment Club’ broadcast awareness programs. The government and currently has 12 members who meet ministries and agencies also hold a range of once a week either on a Saturday or Friday specialty workshops on varying themes aimed to undertake activities. These meetings and at different groups of audiences involved in the activities are organized by the teachers and environmental activities. not the students. Students are confident that the community will participate in any School Environment Clubs activities and events organized by the club. The Environmental Clubs across the country • The Environmental Clubs in Dh.Meedhoo operate at the discretion of the school and the comprises of all the students in the school teachers in charge. The school Environmental though they do not have meetings and only Clubs on the UNICEF four pilot sites had varying undertake activities on Environment Day each structures. The clubs on all the four islands are year. Though they exist as a club the students run by the teachers and the student’s initiation of could not think of any activities that they activities is very limited. All students volunteer to currently do. They said they would like to do be in the club. more activities for the club.

• A very strong Environmental Clubs exists in It is apparent from the above findings that school R.Ugoofaaru with 625 members and 315 Environmental Clubs in some of the islands are active members and an executive committee active and are keen to engage in projects to bring of 17 students. The head teacher is also about a positive change. However, in most of the very active, with strong support from the islands the Environmental Clubs do not have an management of the school. organized structure and activities are conducted

5 on an ad-hoc basis. Teaching about the natural and in the Republic of the Maldives, specifically on four built environment provides a real-world context for Islands, namely: (i) Noonu-Manadhoo, (ii) Raa- learning by linking the classroom to the students' Ugoofaaru (iii) Faafu-Nilandhoo and (iv) Dhaalu- community. Students are engaged in hands-on, Meedhoo. active learning that increases their knowledge The project is being delivered in two Phases: (i) and awareness about the environment. Since Development of Educational Support Resources environmental education encourages inquiry and and Establishing Pilot Schools and (ii) Capacity investigation, students develop critical thinking, Building and Replication of Successes. Phase 1 problem-solving, and effective decision-making will be completed by December 2006 and will skills. deliver: (i) a Green Schools Teachers Manual; (ii) To bring about a substantial change, the teaching a student-centered environmental and hygiene learning materials need to be localised and toolkit; and (iii) 4 teacher training forums in 4 student-friendly. The environmental clubs need to pilot schools to test the new resources. Phase 2 be strengthened and activated and students need will be implemented throughout 2007 and will to take initiative in organising the activities of the deliver (i) a review report that addresses needs Environment Clubs. In addition, activities need in ES curriculum for grades 1-5 (ii) additional to be planned and implemented in a structured resources and materials for the 6 environmental manner. studies strands of ES curriculum (iii) a blended 3 months e-learning course for teachers (iv) 3 introductory field guides on biodiversity and (v) Background best practice guidelines for environment and Live & Learn Environmental Education is under- hygiene education. Live & Learn Environmental taking a project on education for sustainable water Education staff will be working side-by-side with management, sanitation and hygiene. The project UNICEF staff in ensuring impact and success of is tailored to support the UNICEF-WES intervention project activities.

Implementation Cycle:

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6 RAP METHODOLOGY

The RAP provides an insight into community perceptions on environmental management related issues and how such issues impact their lives

Aim of the Rapid Assessment environmental management. Although technical of Perceptions knowledge may be considered stronger and is more traditionally used for reporting, actions The Rapid Assessment of Perceptions (RAP) is a and behaviour are often more directly linked to social investigative research method developed perceptions. and refined by Live & Learn Environmental Education after extensive application. It is a The research carried out in this RAP will be process, as much as a method, which has become used to guide the development of (i) a Green a hallmark of all our programs. The RAP aims to Schools Teachers Manual; (ii) a student-centered assess community perceptions on issues relating environmental and hygiene toolkit; and to sustainable development and then use these furthermore, to advance sound environmental perceptions in shaping effective tools to change management in the Maldives. The tools chosen knowledge, attitude and practices. will be based on the teachers, students and the communities’ existing knowledge base and This is a qualitative report and as such does not perceptions along with a review of existing rely heavily on technical information and is not approaches to environmental education and intended to serve as a technical report. The resources. A range of findings emerged from purpose of the report is primarily as background the research that will assist with identification for the development of appropriate education for of appropriate tools and methodologies for

7 promoting sound environmental management within the school environment and the island community in general. This research also forms the base-line for evaluation of project outcomes.

Research Methodology The RAP employed a data collection methodology that was highly participative. Utilizing a com- bination of participatory mapping and ranking cards the perceptions of the community on environmental issues, opportunities for action, comprehension of social/environmental linkages, ability for future’s thinking and perceptions of who makes decisions about what is being taught in the classrooms were collected. The community members were put in focus groups comprised of teachers, students and community leaders. The RAP was carried out in 4 schools with a total Interviews with community leaders were also held. of 108 teachers, 74 students, and 12 community An idea of what topics the schools would like to be members. The focus group comprised of a total included in the toolkits and the manuals was also of 56 teachers, which assessed the capacity of addressed in these discussions. the respective school to incorporate and carry Ideally, an assessment of perceptions should entail out the activities that will be designed in the a thorough and comprehensive exploration and resource manual. The group consisted of an analysis of all stakeholder perceptions, issues and average of 14 participants in each focus group, 8 options. Largely due to time constraints, this was women and 7 men. There were 17 interviews with not feasible. Consequently this report presents the community leaders, 51% women and 49% men. results of a rapid assessment within the scope of All representatives, include students, participated the project activities. actively in the RAP.

8 25

5 FEMALES

0 MALES Ugoofaaaru Nilandhoo Meedhoo Mannadhoo

Graph 1: Number of participants in the workshop discussions (teachers, community members and students)

5 FEMALES MALES 0 Ugoofaaaru Nilandhoo Meedhoo Manadhoo Graph 2: Number of teachers who participated in the focus group discussions

15 STUDENTS

0 Ugoofaaru Manadhoo Meedhoo Nilandhoo

Graph 3: Number of students who participated in the focus group discussions

9 FINDINGS

An important part of the RAP was to assess the existing environmental comprehension of teachers and community members

Introduction The RAP was conducted with a diverse audience give a specific sense of the participant’s perception from 4 different islands. Across all of these sites the of what environment means to them. major issues highlighted in the RAP were water and waste. Land scarcity for living and cultivation Environment and Health was also identified as a major issue in one of the Water The communities researched were most communities. concerned about the pollution of the island’s The findings have been grouped under some ground water particularly around their wells. They major headings, including: Environment and perceive that this pollution diminishes their quality Health; Environment and Culture; and Environ- of life by impacting on their general health. This ment and Livelihoods. The participants were is in line with the fact that, until recently, most specifically asked about existing curriculum families relied on well water for washing, cooking coverage and how the schools could be more and drinking. The United Nations Environment responsive. Program (UNEP) Post-Tsunami Environmental Assessment 2005 emphasises that some of the A separate question was used to determine the well water may have been fouled prior to the participant’s environmental discourse in order to tsunami from poorly made or maintained septic

10 tanks leaching waste into the freshwater lens. activities. The Women’s Development Committees There had been limited general response from the appeared to be one of the groups most involved communities in reacting to this other than sourcing in waste management, however this varied from better well water. Rainwater has only become a one community to another. It was also highlighted major source of drinking water relatively recently. that there is no disposal facility in most places for hazardous wastes. Observation of the waste There was evidence in the schools that value is already placed on environmental issues including management sites shows that a major component hygiene. Large posters and boards with hygiene of the waste stream is organic; a finding consistent and environmental messages are already displayed with JICA research that found an estimated 75% around the school. Soap was provided in all toilets of the waste stream to be organic. In discussions and the Head of School reported the regular with the focus groups there was some interest in delivery of sanitation messages in assemblies and the use of organic waste through composting. This by health workers. interest was especially apparent from agriculturally based communities but most seemed to have The formal curriculum addresses some of the some interest. issues related to water however the participants in the study expressed that more content and skills The focus groups highlighted that waste is need to be addressed within the formal curriculum thrown onto the surrounding beaches in two of in the schools, and more practical work needs to the communities. The use of polythene bags was be incorporated regarding safe use of water. More identified and the need to increase awareness on effective communication channels need to be reducing the use of polythene bags was raised. sought to change the behaviour of the community The contribution that improper waste disposal related to safe drinking water and ground water has on diseases spread by mosquitoes and how to eradicate mosquitoes through proper waste management. disposal was also discussed. Prevention and control Waste management sites have been allocated measures need to be incorporated into classroom on the islands by the Island Committees but have teachings and effective programs designed had varying success in the pilot sites. Some are through the school Environmental Clubs to raise used actively and others are not being used and awareness of these issues in the school. However a open dumping of waste is still occurring in various broader education program is needed to address places on the island. In line with this variability is these same issues at the community level, outside the involvement of groups in waste management of the school environment.

11 “Sometimes the school initiates and organizes mosquito breeding to be promoted through cleaning programs. We have also conducted the school. programs to clean the lagoon, the waste is then • Practical work relating to collection and dumped into the deep sea, there was no waste storage of drinking water to be promoted site before, and an area was used to dispose of through the school. waste. Health workers visit 10 houses everyday, • Segregation of waste and making compost they check the rain water tanks and general out of organic waste to be promoted in the cleanliness (no formal water testing is done). school and reflected into the community On these visits a survey form is filled. If there is through actions. an outbreak of disease, people are made aware • Banning the use of plastic bags through the of it, they also check whether there are fish school. in wells. It is organized such that every house would be visited once a month”. • Throwing of rubbish at the designated areas and not on the beaches. (Family health Worker, Dh.Meedhoo) • Alternatives for reclamation. Such as use of Curriculum Coverage on water and waste as rubble from tsunami damage perceived by the participants: • Promoting reusable bags • The issue of proper garbage disposal is addressed in the curriculum. Environment and Culture • Conservation of water and importance of A major issue that was discussed was that protecting the fresh water lens is addressed. no recreational facilities were available in the communities that were researched. The area of • Prevention and control measures of mosquito the island which was designated for swimming breeding places are addressed. was polluted with either sewer pipes or fish waste. • Disposal of garbage and the negative effects The students and the community members in the of fishing is addressed focus groups highlighted this as an issue. Plants • Merits and demerits of tourism. that had medicinal properties were becoming Opportunities to address these environmental scarce and lack of land area to plant and grow problems as perceived by the participants: these plants are a major concern.

• Effective methods of communication to be One of the communities researched expressed promoted by the school. that the island had culturally significant sites that was not being taken care of by the community. • Prevention of mosquito breeding places and These areas should be preserved as sites for both disposing of waste appropriately to prevent visitors and the local community. The participants felt that no emphasis on preservation of these sites is given at the school for students to take positive action regarding the sites.

Cutting down of trees near the beach area, specially the areas that are eroding, was a concern for the communities that were researched. The issue of waste disposal and its effect on the islands beautification was expressed.

Curriculum Coverage on environment and culture as perceived by the participants: • The issue of cutting down trees is addressed in the curriculum. • Polluting of recreational areas is not addressed at any grade level in the curriculum. • Medicinal plants and its use are not addressed at any grade level.

12 • Taking care of plants and importance of plants to human beings are addressed.

Opportunities to address these environmental problems as perceived by the participants:

• Conduct more awareness programs for students and the community. • Involving the students and the community on environmental programs. • Keep community litter bins in public places to keep the recreational areas clean. • Placing sign boards in public areas to promote a healthy environment. • Planting more trees and encouraging not to cut down trees through community campaigns initiated by the school. • Planting more trees with medicinal properties and a CBO in collaboration with the environmental club to take the initiative. “The people are aware that garbage thrown Environment and Livelihoods into the sea kills coral and affects the organisms on the reef but since there is no alternative Beach erosion and cutting down of trees in the means of disposing the garbage they dump beach area was highlighted as an environmental them into the sea from all sides of the island”. concern in the mapping exercise. Discussions (Environmental Club teacher, Dh. Meedhoo) showed that this was perceived to have an impact on fishing by two of the study sites. It is known The simple connection, such as the link between to be part of the natural process of the island but mosquito breeding and general health and there was also some awareness of the ability to livelihoods, shows some understanding of the slow this process through vegetating of the area. inter-relationships in the environment.

Two of the focus groups also highlighted health as One of the focus groups highlighted the issue an environmental concern. They perceived a link of pests in fruit trees and the reduction of fruits between pollutants or bacteria and health and available for consumption and making a living. livelihood. It was highlighted that in the past there More trees are cut down than are being planted have been health outbreaks such as Cholera and and this has a direct impact on the reduction of diarrhoea where the Department of Public Health trees available to be used for timber, which is used carried out awareness campaigns, especially for repairing boats. regarding the need to boil water. Curriculum Coverage on environment and livelihoods as perceived by the participants: Three of the focus groups highlighted the improper waste disposal and mosquito breeding • The issue of erosion and how to combat links. This was noted in particular in the agricultural erosion is addressed in the curriculum. communities on their plots. They perceived a link • The issue of cutting down trees is addressed between outbreaks of dengue fever and other in the curriculum. diseases due to mosquitoes in these communities • The importance of including fruits in the diet with agricultural livelihoods. Creating awareness are addressed in the curriculum. on appropriate waste disposal, such as proper disposal of coconut shells and other objects that • Prevention and control of diseases are collect water, was discussed. Construction of a addressed. proper waste disposal site was mentioned by three • Contamination of water and its consequences of the communities. are addressed.

13 Opportunities to address these environmental “During their art classes students could problems as perceived by the participants: be encouraged to use materials from the environment. (re-use materials like pencil waste • Cleanliness and personal hygiene to be and other materials). Use paper bags instead promoted through the schools. of plastic bags and involve parents and family • Make the community aware of practical members in the process, eg we get students actions that can be taken through the school to clean their own classrooms but they may regarding the spread of diseases. not practice this at home. Parents should also • Control measures for pests such as crows, bats encourage children to form the habit. Collage and other pests by promoting action through work is practised using pencil waste. With the the school. cooperation of the parents we could hold a ‘jumble sale’ of used items in the school. We • Stopping sand and coral mining and littering could have notices in the school compound ‘no on the beaches, especially plastic bags plastic bags’. Cans are a problem, they could and cans that cause damage to the reefs, also be used to make vases or art work. by promoting appropriate environmental management using rigorous campaigns To manage beach erosion we could get students initiated by the schools, in particular the to plant trees near the coast line, to encourage environmental clubs. the students from littering the beach. Sand • Building resorts on uninhabited islands which mining is banned, but still some people do are as far as possible from inhabited islands. mine. The waste site is near the beach, so the • Planting more coconut trees near the beach waste gets carried away by the current and gets area which is eroding. deposited in the coast line. It is important to teach students not to buy more than what they • Possible types of breakwaters that could need. Anything taught should be linked to local protect the island from eroding. environment. Environment Day is celebrated in In the focus group discussions held with the the school”. teachers the following suggestion for activities were put forth by the teachers:

14 Table 1: Ranking of the issues by the teachers, students and community members in the focus group in N. Manadhoo.

Ranking Group 1 Group 2 Group 3 1 Garbage disposal Garbage disposal Garbage disposal 2 Sand mining Mosquito breeding Sewage/ septic tanks 3 Plastic bags Cutting down trees Clean drinking water 4 Sewage/septic tanks Clean drinking water Plastic bags 5 Clean drinking water Diseases Fishing areas being polluted

Table 2: Ranking of the issues by the teachers, students and community members in the focus group in R.Ugoofaaru.

Ranking Group 1 Group 2 Group 3 1 Garbage disposal Water pollution Beach erosion 2 Mosquito breeding Cutting down trees Waste disposal 3 Water pollution Garbage disposal Mosquito breeding 4 Cutting down trees Sewage discharge Water pollution 5 Warming of the island Erosion Sewage discharge

Table 3: Ranking of the issues by the teachers, students and community members in the focus group in F. Nilandhoo.

Ranking Group 1 Group 2 Group 3 1 Contamination of water Contamination of water Contamination of water 2 Storage of water Waste disposal Storage of water 3 Waste disposal Mosquitos Waste disposal 4 Mosquitoes Erosion Spread of diseases. 5 Spread of diseases Spread of diseases Mosquitoes.

Table 4: Ranking of the issues by the teachers, students and community members in the focus group in DH. Meedhoo.

Ranking Group 1 Group 2 Group 3 1 Scarcity of land Scarcity of land Scarcity of land

2 Waste disposal Waste disposal Water and contamination 3 Water contamination Water Contamination Waste disposal 4 Waste water system Waste water contamination Fresh water/rain water recharge 5 Mosquitoes Mosquitoes Running out of rain water.

15 Environmental Discourse A tool to measure environmental discourse was used in order to give some basis of the participant’s views on the environment. The participant responses are highlighted below and show some diversity but most have a holistic sense of environment. With regard to the Environment Clubs, there was some variation between the clubs as to the depth of knowledge of the environment.

In N. Manadhoo the students appeared to have a broad understanding of the word environment with words like ozone, population, mosquitoes and dust being used in the environment alphabet warm up game. On F. Nilandhoo and DH. Meedhoo the students did not contribute such technical terms related to the environment as with other Environment Clubs. Some of the words provided were ‘air’, ‘building’, ‘class’, ‘ground’, ‘food’ and ‘plants’.

Table 5: Environmental Discourse

Environmental Number of Comments Discourse Participants

1. I see the environment as 16 Environment is everything around us We see nature the nature as the environment. Where there is nature means there is environment.

2. I see the environment as 4 I see the environment as a resource. It is to be a resource managed so that it can provide us with food, materials and medicines.

3. I see the environment as 3 I see the environment as a problem which has a problem which has to to be solved, we need to fix up pollution, and be solved over harvesting our fish and forests.

4. I see the environment as 4 I see the environment as a place to live, a place to live to know and learn about, to plan for and take care of. The village and garden is my environment.

5. I see the environment as 43 I see the environment as the whole planet, the whole planet where everything is connected and people are part of this system (water, air, plants, animals and people). We must all live together in the environment.

Graph 4: Environmental Discourse

EnvironmentEnvironment as as nature nature Environment as a resource Environment as a resource Environment as a problem Environment as a problem Environment as a place to live Environment as a place to live Environment as a whole planet Environment as a whole planet

16 Capacity of the schools areas each day. Waste sites have been identified to address Environmental in all the study communities but the success of these sites is variable with some not being utilised. Education issues The communities are typically united to conduct At the school level a range of environmental waste clean-up activities around the community. activities are conducted by the Environment Clubs. At the community level the school club organises Tree planting – the government has initiated the World Environmental Day activities for the a ‘million trees program’ that many of the island community such as; tree planting (this was communities have been actively involved in. done at a large scale, almost all the trees planted On some islands this has been directly linked to on the roads were by the club), cleaning of the erosion control activities on the eastern beaches. island (by all grades), development of posters This campaign was conducted in collaboration to mark Environment Day, a model of the island with the schools and the communities. Trees was made and it was displayed in an exhibition planted on the roads are not cared for or people where parents and community members could do not care about the trees so much although the visit; during this exhibition, children disseminated trees are planted. information, drama and songs were developed All the four schools had researched and conducted and performed by children to mark the awareness programs in the community; in Environment Day 2006. Cleaning the reef, tree collaboration with the health post. plantation, poster competitions and science fairs about environmental issues were also conducted “To educate teachers in different schools in the different communities. Practical activities without using projectors (over head or are also held such as taking the students out on multimedia) is quite challenging. It is important field visits. to have facilities to laminate posters so that Most of the islands have specific community they would last long, rubbish bins are there in involvement in environmental management; this the school but the children should be educated is often by the WDC’s in keeping the community to use them. There aren’t any rubbish bins at clean. This entails a general clean-up of public the sea front”. (Teacher, Noonu Manadhoo)

17 However a suggestion from one of the participants play the key role in relating environmental issues (health centre worker) highlighted the fact that to the activities conducted in the classroom. when someone comes in from Male’ and uses Environmental issues are addressed by the power point presentations it is very difficult to teachers during the lessons. It is difficult to teach convey messages without utilizing the projectors some of the environmental topics in the syllabus, after that. Since the schools and the health centres e.g. topics that are not related to the community are not equipped with these technology it poses or children living on the respective island. a problem for the educators in the community ‘Teachers have the sole authority in the and the school. In a way it makes the job of the classroom to organize their lessons in whatever grass-roots educator more difficult – this is a very form they like. Everything depends on the important consideration for future approaches. teacher. Teachers could create children’s interest for particular activities. Fisheries science Decision making on what is teachers could play a lead a role in making taught in the classroom children aware of the importance of protecting the environment’ (focus group in Dh. Meedhoo) The curriculum and related materials (textbooks) have the most influence. Textbooks are used extensively in teaching; about 50% is spent on Educational Opportunities activities from the text books. Pressure is on to And Constraints For cover the syllabus. Teachers follow the curriculum Environmental Education and see that the objectives are achieved according Limited access to information was highlighted in to the local relevance. Weekly planning meetings the Teacher Effectiveness Study (2005), specifically are conducted in the school and the subject noting that reference materials for teaching are coordinators lead the discussions. Sometimes the often scarce. Resources in libraries were noted to teachers share the materials or design their own be “very few, so to seek information on any topic activities because the teachers feel that the activities or issue is very difficult.” Reasonable functional designed are more relevant and interesting. internet facilities are not available in most schools. Teachers have the flexibility to use activities that Some teachers reported that even the syllabi are they consider to be beneficial to the students. A not available in their schools. In implementing teacher ultimately has full authority. No one in the the curriculum (Environment and Social Studies), school influences the choice of activities selected. teachers rely mainly on the teacher’s guides and The coordinating teacher has some influence in textbooks. the selection and suggestion of activities, but the “Teachers prefer to use more innovative final decision is made by the teacher in the class. methods in class, however due to the limited Syllabus has some influence however teachers facilities available in the schools; teachers

18 rely on the text books and are not able to use a variety of strategies in the class” (Teacher Effectiveness Study, 2005). The teachers and school mangers who participated in the focus group discussions highlighted that the lessons would be more interesting and motivating for the children if they are related to the local community or have local relevance. If it does not have local relevance videos or visual aids should be used. Examples of this are local trees that the teachers are unable to identify with a name and species as it is not covered in the textbooks. If these relevant materials were available it would be easier to teach the topic.

Sometimes the teachers localize the mode of transportation in the books and try to teach lessons that the students are more familiar with, resources like the map of the Maldives is also very requires students to ask questions that challenge useful for teaching. Videos can be used in the their thinking. Some examples are: Who makes school for teaching however there are difficulties decisions affecting the environment? Why are in using a video. they made? Who benefits from decisions? Are the long-term consequences considered? Which The grade 1 and 2 books are interesting for the decisions promote sustainable development and students. Still the books are targeted for a Male’ what opposition are these likely to encounter? audience. Some of the lessons and activities mentioned in the books are not available on the In order for Environmental Education to reach its islands; in conducting experiments the teachers full potential the teacher and the student also need should be able to use materials that are available to reflect on his or her own values and attitudes from the community. Some activities do not have towards the environment. This challenges students enough detail and the teachers have to sit down to examine how their values influence the opinions and discuss how to conduct the activity. that they form and to ask themselves where they stand on an issue and how they have formed Including more practical activities, where children their view. are engaged in learning was highlighted in all the communities researched. Research undertaken in the Maldives indicates that: Critical thinking and problem There needs to be a shift in many schools, from solving in EnvironmentAL a teacher-centred classroom to a student-centred Education classroom in which students can be involved in The focus group discussions highlighted the collecting and analysing information, problem fact that critical thinking and problem solving is solving, cooperative learning settings, simulations, not emphasized enough. The teachers and the debates, and critical reporting sessions. This will school managers emphasized that critical thinking empower students to make their own decisions. and problem solving is used to some extent, Providing experiences in real-life situations or for example when teaching maths and Dhivehi. situations that simulate real-life situations increases Teaching language gives students opportunities to think, like re-phrasing the story in their own the probability that skills will be used. Providing words. modelling of the skills, ample opportunities for practice, and feedback on the effectiveness of the The ability to think critically is essential if individuals student’s thinking are also important considerations. are to live, work, and function effectively in our Selection of experiences should be based on the current and changing society. Critical thinking developmental levels of the students.

19 Considerations, Conclusions & Recommendations

There is a lack of strategic environmental education being conducted in the communities participating in the RAP and throughout the Maldives

Contextual Findings The Maldives has a history of challenging conducted in the communities participating in the environmental management issues and many RAP and throughout the Maldives. A strong formal of these have gained increased attention in the education system has seen literacy rates grow after-math of the tsunami. Major environmental significantly in the past decade. Although some management issues identified by the government of the issues are highlighted in the curriculum the include: climate change, scarcity and pollution teachers and the students felt very strongly that of freshwater resources, waste management, the approach used to teach the particular issue is air pollution, and biodiversity conservation. The not adequate to change behaviour. Although some RAP has revealed that the communities involved of the issues are highlighted in the curriculum in this study are also concerned about many of the teachers and the students felt very strongly these issues, especially waste management, beach that the approach used to teach the particular erosion and water quality. issue is not adequate to change behaviour. This From the RAP all four communities perceived formal education system now needs to integrate that awareness can play a key role in improved Environmental Education into the curricula in environmental management. However there is a order to increase the understanding of, and action lack of strategic environmental education being for, environmental management in the Maldives.

20 ↘ Key Finding 1: ↘ Key Finding 5: Students, teachers and community members are There is some knowledge about the most concerned about: environment but different values (positive & negative) within the community regarding the • Water (quality & quantity) natural environment. • Waste (solid & sewage, collection, treatment & disposal) • School teachers and management lack the power and technical knowledge of • Beach erosion (minimisation) alternatives to deal with environmental issues. • Health (links to water) • Indigenous knowledge exists in the Key Finding 2: communities. A good example of taking ↘ responsibility for their own waste was The students and teachers perceive that provided by community members from water pollution poses public health and R.Ugoofaaru, with elders concerned about environmental hazards, leading to a this issue and seeking sustainable alternative deterioration of quality of life. solutions. • Attitudes toward having a clean environment differ among individuals and groups within ↘ Key Finding 6: the community, such as between teachers, The teachers considered it important to try to and community members. deal with environmental issues themselves, and try to integrate the issues into the teaching. Key Finding 3: ↘ • All the decisions regarding what is taught There is interest in alternatives for water supply in the classrooms are taken by the class and waste management: teachers. • The schools were interested in acquiring the skills and knowledge needed to make ↘ Key Finding 7: compost. Common to all four communities is the belief • Some communities were enthusiastic that increased awareness can play a role about experimenting with alternative water in better local environmental management: supplies. however, they also demonstrated a reluctance to discuss behaviours that impact the environment.

↘ Key Finding 4: • There seems to be a dichotomy with people The school Environment Clubs and WDCs seeing awareness as important but being appear most active on environmental issues. reluctant to consider individual behaviours

• The school Environment Clubs do not have a • There is a lack of understanding of what types structured plan. of tools they would like and the information they need • The Environment Clubs act on adhoc activities. Key Finding 8: • There is also no specific plan for the students ↘ In the four communities the teachers and to take initiative and the Environment Clubs management have expressed an interest in are largely organised and conducted by the acquiring the skills needed to localise the teachers. issues.

• The Teacher resource centres could be utilised for the training of teachers and to sustain the necessary skills and the knowledge required by the schools to localise the environmental issues identified on the islands.

21 The focus of past Environmental Education toward more sustainable practices if those practices approaches in the Maldives has been awareness can be directly linked to addressing local issues of and knowledge based. Placing greater emphasis on concern. Catalytic environmental behaviour change action oriented environmental education is critical will only happen if environmental education tools to success. Awareness alone does not change and activities connect to everyday activities that behaviours. The promotion of best practices and are primarily focused on income generation from learning by doing will provide innovative tools for fishing, agriculture and tourism. behaviour change, which is the ultimate goal. There is a need for emphasis on visual tools as, even The RAP has revelaed that the schools and though the literacy rate is high, there is not a strong the Environmental Clubs and the Women’s culture of reading with most people preferring to Development Committees are most active on watch television. Although posters and billboards environmental issues. These groups can act as are common in the Maldives, few promote the change agents for the schools and the communities. environment and good environmental practices. Women have a primary role of environmental Whilst these media may initially seem readily management in their household and were found to acceptable through their commonality, people be more aware of environmental health links. The were not enthusiastic about getting more posters WDCs in some sites are actively engaged in waste and therefore alternative visual modes need to be management activities and play a supporting role investigated. in other community initiatives. Education activities Opportunities exist for television and radio should seek to empower the communities and documentaries. One option for already overworked promote localised technical knowledge to deal with teachers may include television or radio broadcasts environmental issues. Women and youth should as part of their teaching. To relieve the pressure be seen as key stakeholders in any environmental on teachers and streamline the time it would take management initiatives. to train more teachers it is suggested that mass media broadcasts would be advantageous. Such Underlying Principles for broadcasts should cover the importance of the Innovative Environmental environment and the actions needed to maintain Education Tools and it. Most importantly, tasks and activities need to Methodologies be action-orientated. Critical thinking needs to become a key ingredient Culturally accepted activities and information in all Environmental Education ventures because delivery channels are an important link. Religious it questions knowledge and values. When education plays a major part in daily life and in the environmental education is combined with formation of individual attitudes towards key issues action based learning, it requires investigation such as education, health and the environment. of local issues and relies on local participants’ Innovative approaches that respect traditional, willingness and skills to enable environmental, cultural and religious knowledge make it easier for social and structural change. Starting with the participants to cope with perceived risks related learner, we must ensure that there are always one to behaviour change. The role of mosques as or two clear ‘do-able’ messages in Environmental communal water sites increases their potential to Education activities. If efforts are spread too thinly support environmental education by linking it to or vaguely over a range of issues, these efforts may people’s spiritual learning and their relationship fail to induce meaningful action or change. This is with the environment. To date, utilisation of the especially of concern for short term initiatives. mosques for environmental education has not Having fresh and innovative tools is not enough to been developed. ensure that students will participate in activities. Recommendations It is necessary to engage students in activities that target prime concerns in a meaningful way. The RAP shows very positive perceptions, specifi- As shown in this RAP, students and teachers have cally in the need to make behaviour changes prime concerns about water, waste, beach erosion for a better environment. Based on the RAP it is and health on their islands. Realistically, students evident that these communities are taking some can only have meaningful and lasting redirection environmental initiatives but are nonetheless

22 facing some very challenging issues, such as beach • Develop an Environment Club manual erosion and contaminated water supply. Whilst that clubs can use to design, develop and there is an awareness of the most pressing implement environmental projects. environmental issues on the islands, the • Make them more student-friendly to communities perceive that they need assistance empower the student members to undertake (from outside the island) in order to address these projects themselves. challenges. In particular the four communities • Support and recognize the work of believe that environmental education and awareness Environment Clubs through the development programs are vital to behaviour change. of an award/recognition scheme. The following specific recommendations are • Encourage student led campaigns to offered: empower the youth to be environmental • The formal education system needs leaders in the communities. to integrate Environmental Education • On the four pilot islands engage the into the curricula, in order to increase communities on the key issues that emerged the understanding of and action for from the RAP, ensuring that women and environmental management in the Maldives; youth are key stakeholders in environmental • The curriculum needs to be strengthened to management initiatives. include a student centered approach, foster critical thinking and be localised to address The Way Forward pressing issues of concern. This RAP approach is an effort to better understand • Environmental Education needs to be action- the local context and particularly the perceptions oriented, so that benefits will be seen directly; of the local audience on environmental issues, in thereby providing direct incentive for further this case at 4 island communities and schools. In actions to be conducted. this instance the way forward is multi-faceted: • Schools and teachers require additional strengthening the national environmental resources to undertake environmental studies curriculum, institutional strengthening activities on the islands, including physical of Environment Clubs and island based work resources and additional reference materials with communities to educate and take actions on local species and issues. on the most pressing environmental issues. Such • Environment Clubs need further institutional a strategic approach recognises the need to support to function effectively. strengthen the education framework for future • Develop the institutional structure/ leaders (children), who will inherit the island and its constitution and roles of members/ environmental state, whilst engaging community committees on Environment Clubs. members to act on pressing issues now.

23 ANNEX 1

COMMUNITY PROFILES

Community Population Geographical Primary Educational Health information Occupation(s) status Status

F.Nilandhoo 1633 49.00 hec Agricultural Education up Health Farming and to grade 10 Centre fishing

DH.Meedhoo 1149 8.90 hec Fishing Education up Health Post to grade 10

R.Ugoofaaru 1244 28.10 hec Fishing and Education up Regional Carpentry to grade 10 Hospital Doctors 8 Nurses 25

N.Manadhoo 1573 92.20 hec Fishing, Education up to Atoll Agricultural grade 10 Hospital farming, thatch weaving

REFERENCES Bhandari & Abe (2000), ‘Environmental Education Ministry of Education (2004) Education Statistics in the Asia-Pacific Region: Some problems and 2004. Male’:Republic of Maldives. Prospects’ Ministry of Education (2004) Teacher Effectiveness Department of Public Health (2003) National Survey 2004. Male’:Republic of Maldives. Nutrition Strategic Plan, 2002 – 2006, Male’ Ministry of Environment and Construction, Maldives :Novelty Printers. (2004), “State of the Environment Maldives 2004”

GWP Consultants, Maldives (2005), “Water Ministry of Health, Maldives (2002), “Evaluation on Resources Tsunami Impact Assessment and IEC Material Use and Impact 2002” Sustainable Water Sector Recovery Strategies” Ministry of Home Affairs and Environment, Maldives JICA, Ministry for Construction & Public Works & (2004), “Identification of Existing Barriers to the Pacific Consultants International Environmental Provision of Effective Solid Waste Management Technology Consultants, Maldives (1999), “The Services within the Maldives and Recommendation Study on Solid Waste Management for Male’ City for their Removal” in Republic of Maldives – Final Report, Supporting Ministry of Home Affairs and Environment, Maldives Report” (2002), “National Biodiversity Strategy and Action Live & Learn Environmental Education, Cambodia Plan of the Maldives” (2004) “Environmental Issues in the Tonle Sap: Ministry of Planning & National Development A Rapid Assessment of Perceptions” & UNDP, Republic of the Maldives (1998), Maldives Water & Sanitation Authority, Ministry “Vulnerability and Poverty Assessment 1998” of Education & UNICEF, Maldives (2002), “School Republic of the Maldives & UNDP (2005) Sanitation and Hygiene Education Situation Analysis Millennium Development Goals Maldives Country 2002” Report.

Ministry of Education, (May 1997) Ministry of Sahu Damodar (2001) Multiple Indicator Education Sector Master Plan, 1998 – 2007. Male’: Cluster Survey, Republic of Maldives, Ministry of Republic of Maldives Health:Maldives.

24 ANNEX 2 research approach

Ideally, an assessment of perceptions should entail perceptions are more closely linked with their a thorough and comprehensive exploration and behaviours than specific technical knowledge they analysis of all stakeholder perceptions, issues may have. This is an innovative field of inquiry that and options. Practically, due largely to time has developed as environmental education and constraints, this was not feasible. Consequently has moved more toward behaviour change than this research approach was designed to consider to awareness raising. both financial and time constraints. The objective The challenge with all research is to ensure of the RAP was to provide an analysis of the main objectivity. With qualitative data on people’s factors and variables in people’s perceptions that perceptions, one of the best ways of ensuring must be taken into consideration in the design objectivity is by documenting the data. The RAP and development of forthcoming environmental serves to document the collected data to allow management tools and methodologies for viable other practitioners the opportunity to assist in and effective activities. seeing how and why our educational choices This is a qualitative report on perceptions and as have been made. The RAP will therefore also such does not rely heavily on technical information serve as a tool for monitoring and evaluation as and is not intended to serve as a technical it also provides a documented overview of the report. The purpose of the report is primarily as researchers’ view prior to conducting activities, background for the development of appropriate thus promoting critical reflection of the actions. education tools for environmental management. In order to obtain high quality data, three Although technical knowledge may be strong, qualitative research tools were utilised: (i) actions and behaviour are often more directly Participatory Mapping/Ranking, (ii) Qualitative linked to perceptions. This social data collection Interviewing, and (iii) Focus Group Discussions. is qualitative in nature. The focus of the research is on perceptions, as it is believed that people’s The research target groups were:

Target Group 1: Teachers (in four communities)

Tools: (i) resource mapping and ranking (ii) focus group discussion (iii) qualitative interviews

Target Group 2: Community Leaders (in four communities)

Tools: (i) resource mapping and ranking (ii) focus group discussion

Target Group 3: Managers and teachers of schools (in four communities)

Tools: (i) resource mapping and ranking (ii) focus group discussion

Target Group 4: Students (in four communities)

Tools: (i) resource mapping (ii) focus group discussion

25 ANNEX 2

Methodology engaged in the activity at a more physical level. This can be used prior to, or as a ground-truth of, The underpinning methodology of the RAP the resource mapping exercise. This tool is used to is that it is participatory. The specifics of the gain physical information about an area, through participation method are the tools, often participant observation and facilitator questioning. referred to as participatory tools. These are very The concept aims to have participants consciously dynamic and constantly changing with use of look at their physical environment with a key focus different facilitators in different areas and for on such things as water, resources, problems, different focuses. Participatory methods and solutions etc. tools are well documented in standard manuals. The tools chosen for this study were those that Ranking the facilitators were most comfortable with and believed would help collect data in a participatory Ranking allows the participants to work through the manner. The following descriptions of these tools issues and, as a group, prioritise them. This leads to will not be definitive as, in reality, the specifics of group discussion about perceptions of importance. the participatory tools change with each facilitator More issues may also arise as participants explain and in each situation. the importance of different issues. Prior to ranking, the issues need to be highlighted by the group. Mapping Listing is a documentation tool that requires the participants to note what they see as the key issues. This tool can be used inside or outside. It is This tool can be linked to other tools and used designed to get participants to visually represent to summarise issues for further discussion and/or an area as they see it. Mapping may not necessarily ranking. It can be important in-group verification be about accuracy as it is based on perception. of the data collected before it is documented. Mapping can serve to highlight group dynamics and perceptions as people discuss the way they see Focus Groups an area. Drawing on the map encourages people to think more about a particular issue and offers Focus groups bring together selected rep- another way of expressing their views visually. This resentatives to discuss the topic of interest. The tool can be used to promote increased thought aim of the facilitators is to stimulate discussion and and discussion on the issues and to help gain discourse amongst the participants using a list of several layers of information in a very useable questions as a guide. The group responses may be format. documented in writing or recorded onto a tape, later transcribed, by research assistants. The size Where the situation allows, it can be useful to start and make-up of each focus group should ensure with a walk through of the island – this is typically that all participants can feel free to speak out and along a main road and helps people to become can be clearly heard.

26 ANNEX 2

For this study six to eight representatives were chosen for each focus group. The focus groups included women and men. The focus group make-up is very important – the participants need to represent all the key groups in the island.

Focus Questions

Theme Key Research Questions

Perceptions of the environment • How do the members perceive the (environmental discourse). ‘environment’?

Perceptions of environment and health • What are the issues? and sanitation. • What is being learned? • With water supply? • What are the opportunities? • Waste management? • Teachers/community ability to solve • With ground water and drinking water problems related to the issues? pollution? • Environmental health problems (including mosquitoes, diarrhea)?

Perceptions of the environment • What are the issues? and livelihoods. • What is being learned? • With agriculture, • What are the opportunities? • With fishing? • Teachers/community ability to solve • With tourism? problems related to the issues? • Biodiversity and conservation

Perceptions of the environment • What are the issues? and culture and religion. • What is being taught/learned? • Hygiene • What are the opportunities? • Places of cultural significance • Teachers/community ability to solve (e.g. Utheemu Gaduvaru)? problems related to the issues? • Places of natural/cultural value • What are the needs and concerns associated with unique plants or animals? • What are the needs and concerns associated with places valued for recreation or scenery?

Perceptions of the management & capacity • What are the issues? • Who makes decisions of what activities to be conducted regarding environment? • What would be an incentive to conduct more environmental education activities?

27 ANNEX 2

Interviews Limitations & Constraints Semi-structured interviews were used with Bias is one of the most significant limitations community leaders. The following questions were and constraints on any qualitative research. An used to stimulate the discussion. important component of the research aimed at reducing bias was the use of feedback loops. The • What positive environmental/water initiatives first feedback loop was between the local and has the island been involved with? international staff that conducted the research. • What are some of the difficulties getting The research utilised participatory approaches, things done in the island? which acknowledges that the local people have • What resources do you need to become more a better understanding of their situation than effective? outsiders do. Participatory approaches can help • Are staff participating in any development to reduce bias from external researchers, but such activities on the island? (Focus on the last approaches are new to the Maldives. year) What, where & when? Were people On a technical level, there may be linguistic from the broader community involved? limitations. Whenever information and/or data • Which groups are most active in participation? cross language barriers there is the chance it will • How can we mobilise people to do be misinterpreted and the quality of the data environmental management? reduced. The use of the feedback loops were also • Who do you communicate with about sought to highlight potential misinterpretation of environmental/water issues? the research. • What communication channels could better facilitate this? • What level of dialogue do you have with the authorities? • What are the constraints to open dialogue with the authorities? • How can we make links to authorities more effective?

Haa Alif Atoll

Prepared for UNICEF and the Ministry of Environment, Energy & Water – Male’, Maldives, July 2007 Haa Dhaal Atoll Live & Learn Environmental Education: PO BOX 3007 Male’ Maldives M: (+960) 778 8848 E: [email protected] http://www.idea.org.au/liveandlearn/ Shaviyani Atoll Live & Learn Environmental Education 87 Gordon Street Suva, Fiji Islands Tel: +679 331 5868 Fax: +679 330 5868 http://www.idea.org.au/liveandlearn/

Written by Fathimath Shafeeqa, Zameela Ahmed, Jady Smith, Ahmed Riyaz Jauhary, Elaine Glen and Christian Nielsen Noonu Atoll Proofed by Amjad Abdulla and Mariyam Shazna

Design and layout by Karen Young Raa Atoll Photographs courtesy of Zameela Ahmed, Robbie Henderson, MEEW, Fathimath Shafeeqa, Lhaviyani Atoll Ahmed Riyaz Jauhary and Jady Smith

© Copyright: UNICEF and Live & Learn Environmental Education Disclaimer: This report was prepared by consultants for UNICEF. The findings, interpretations, and conclusions expressed Baa Atoll in it do not necessarily represent the views of UNICEF or those of its member governments. UNICEF does not guarantee the accuracy of the data included in this report and accepts no responsibility for any consequences of their use. ARABIAN SEA Kaafu Atoll (Malé Atoll)

Acknowledgements Alif Alif Atoll This report is tailored to support the work of the Government of the Maldives in advancing environmental education. MALÉ This work was financially and strategically supported by UNICEF, with considerable assistance from MEEW. Many thanks are expressed to the 4 pilot site schools (R. Meedhoo, N. Manadhoo, F. Nilandhoo and Dh. Meedhoo) and a special INDIAN OCEAN thank you to Robbie Henderson, Mandy Fitchet and Shadiya Adam from UNICEF. The Ministry of Education provided Alif Dhaal Atoll significant support in the form of facilitating use of formal education resources and entry into the pilot schools. Vaavu Atoll

Faafu Atoll Meemu Atoll

Dhaalu Atoll

Developed by: Supported by: